GRAMMATICAL COMPETENCE AND GRAMMATICAL KNOWLEDGE OF SENIOR SECONDARY STUDENTS IN THE NEW NORMAL: LEARNING INTERVENTIONS

Abstract

The multi-year pandemic has drawn significant changes in the educational landscape. The shift in instruction has greatly influenced English language teaching and learning, particularly in grammar. This study assessed the levels of English grammatical competence and grammatical knowledge of the selected Grade 11 and Grade 12 Technical-Vocational-Livelihood and General Academic students from the selected Senior High Schools in the Division of Siquijor for School Year 2022-2023. The study sought to answer the demographic profile of the respondents, as well as their grammatical competence and knowledge levels. The descriptive method used frequency counts, straightforward percentages, weighted mean, and Pearson r to determine the significant relationship. The findings revealed that most students were 17 years old and female, primarily learning English in school. Most own books, cellular phones, and television at home and come from poor-income households. Their grammatical competence ranged from somewhat to moderate mastery, and their grammatical knowledge ranged from slight to somewhat mastery. Their profiles significantly influenced their grammatical competence, knowledge, and psychological emotions amidst the pandemic. Thus, schools should enrich reading culture to address grammar difficulties while the government should consider giving social welfare benefits to truly deserving yet underprivileged students.